Science and Communication Curriculum Reform Project: A Content Based Literacy Program.

This paper discusses the Science and Curriculum Reform Project, a model fostering science learning through a systematic approach to language development in young children; the paper focuses on the process and outcome of Component 1 and discusses the development phase of Component 2 of the project. The science curriculum promotes the content and process for learning about life, earth, physical, and technological sciences. Component 1, The Head Start on Science and Communication Program, focuses on grades kindergarten through second and evolved over 5 years of research and implementation at schools in Pennsylvania, New Jersey, and Washington, DC. The initial phase included input from parents and teachers to help shape the inquiry-based strategies for young children learning about the content and process of science. The second phase incorporated curriculum materials and investigative experiments to promote inquiry-based hands-on science as a vehicle for language development with young children. Component 2, the Science and Communication program, targets students in Grades 3 through 5 and follows the inquiry focus by having students discover real life science through research questions that encourage student-facilitated exploration of the science topic. Component 2 is in its first year of development and is being implemented in 4 schools with 16 teachers in Pennsylvania, New Jersey, Michigan, and Washington, DC. The initial phase of Component 2 is establishing a knowledge base on current practices in science education. (Contains 25 references.) (Author/KB) Reproductions supplied by EDRS are the best that can be made from the original document. Science and Communication Curriculum Reform Project: A Content Based Literacy Program Penny L. Hammrich, Temple University Anika Ragins, Temple University Presented at the Head Start’s Sixth National Research Conference, Washington, DC, June 27, 2002 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND CYV EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY This document has been reproduced as received from the person or organization originating if ID Minor changes have been made to pei94 ye. ikommell1/4 improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.